Intelligence Testing and Minority Students offers the reader a fresh opportunity to re-learn and re-consider the implications of intelligence testing. Richard R. Valencia and Lisa A. Suzuki discuss the strengths and limitations of IQ testing relative to the factors which may contribute to biased results. They review the history of the adaptation and adoption of intelligence testing; evaluate the heredity-environment debate; discuss the specific performance factors which apply to IQ testing of those in minority ethnic groups. This practical book offers the practitioner a good sense of what can be done to make testing and education serve the needs of all students fairly and validly, whatever their background.

Future Directions and Best-Case Practices: Toward Nondiscriminatory Assessment

Future directions and best-case practices: Toward nondiscriminatory assessment

The preceding chapters of this text have highlighted important foundations, performance factors, and assessment issues in relation to intelligence testing with minority populations. From its earliest historical roots, intelligence as a definitive construct, as well as its measurement, has been challenged regarding its applicability in a multicultural context.

Over the years, a number of changes have occurred in the measurement field due, in part, to these concerns. For example, some researchers have recommended movement away from the use of the term “intelligence” because of the negative connotations historically associated with this construct (e.g., Reschly, 1981). Other writers have begun referring to “cognitive ability tests” (e.g., Helms, 1992) as a conceptual umbrella ...

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